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This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.

This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).

No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.

Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

Prioritization of technological skills in China has led to scarce resources for art education. In this study, we tested whether personality traits were associated with creative learning and creative thinking skills, and whether these aspects of creativity were linked with academic achievement. We considered self-efficacy and 21st-century skills as mediating and moderating factors.

498 art school coaches were recruited from 12 Chinese universities. Coaches reported on their students’ Big Five personality traits, creative thinking skills, creative learning and self-efficacy, 21st-century skills and academic achievement. Data were analyzed with partial least squares structural equation modeling.

High openness, low conscientiousness, high extraversion and high agreeableness were associated with creative thinking skills, while high openness, low conscientiousness, high agreeableness and low neuroticism were associated with creative learning. Creative thinking and learning skills were both positively associated with academic achievement. Self-efficacy partially mediated the association between creative thinking skills and academic achievement. No moderation effects were identified.

Findings imply that art education would benefit from deeper consideration of individual differences and the promotion of learning environments conducive to creativity.

Divergent thinking is an integral process in creativity. This study presents and tests an interactionist, divergent‐thinking based model of individual creativity in organizations. Openness to experience is a personality trait that relates to divergent thinking and, therefore, is hypothesized to be related to creative performance in organizations. The effects of openness to experience are likely to be partially mediated by an individual's attitude toward divergent thinking (ATDT). Some individuals do not care to engage in divergent thinking, and researchers have asserted that negative ATDT is an impediment to individual creativity in organizations. However, the empirical link between one's ATDT and one's creative performance has yet to be demonstrated. Contextual factors also influence creative attitudes and behavior. ATDT is also likely to be influenced by one's supervisor's attitude. The amount of structure that supervisors initiate for their subordinates is likely to have a direct, negative effect on subordinates' divergent thinking, and may also affect divergent thinking indirectly by influencing subordinates’ ATDT. Results generally support the model. Openness to experience and ATDT are positively associated with employees' creative performance. In addition, some support is provided for a negative relationship between initiating structure and subordinates’ ATDT.

This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model.

This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis.

The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources.

3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

Discusses the virtues of creativity as the first part of a process enabling companies to outperform their competitors. Considers five techniques for stimulating creativity, with examples of applications of each: lateral thinking, metaphoric thinking, positive thinking, association trigger, and capturing and interpreting dreams. Surmises that creative thinking relies on practice and the right environment as well as education in techniques.

This chapter uses reflexive praxis to advance a framework for developing creative virtuosities for entrepreneurs based on four interrelated aspects: finding their own voice and passion at work; unleashing creativity and imagination at work; working collaboratively toward innovation; and handling complexity and integrative thinking. These four creative virtuosities emerged from observations and exploratory interviews with training program participants on five different occasions in Turkey, the UK, and Canada. They are illustrated through four arts-based metaphors: poetry; theater; orchestra; and jazz. The core premise of this chapter is that these four virtuosities can provide entrepreneurs with a sound basis and a wealth of knowledge on developing creative solutions to new socioeconomic challenges of prospective radical technological and economic changes.

The purpose of this article is to outline ways in which the large body of empirical work on creativity can meaningfully inform negotiation. In doing so, two general streams of creativity research and their implications for negotiation theory and empirical analysis are considered. Negotiation pundits advise that negotiators should engage in creative problem-solving to craft integrative agreements, and it is widely believed by both negotiation theorists and practitioners that “out-of-the-box” thinking and creative idea generation are necessary for win–win negotiation. Although practitioners have strongly encouraged parties to engage in creative problem-solving, there are remarkably few empirical investigations of creative thinking, brainstorming and other idea-generation methods in negotiation.

First, creativity as a trait is considered and the relationship between individual differences in creativity and negotiation performance is examined. Then, creative thinking as a causal factor is examined and how it may influence the negotiation process and outcomes is suggested. Finally, three considerations for further integrating creativity and negotiation research are suggested: communication media, idea-generation strategies and morality and social motivation.

A literature review revealed four studies that have empirically tested the influence of trait creativity on negotiation performance. Even less research has manipulated creative thinking or training to analyze creativity as a causal factor of negotiation outcomes.

This research will benefit both creativity and negotiation scholars by suggesting the limited amount of work at their intersection yet the opportunities that exist for further research.

The purpose of this paper is to provide new elements to understand, measure and predict managerial creativity. More specifically, based on new approaches to creative potential (Lubart et al., 2011), this study proposes to distinguish two aspects of managerial creative problem solving: divergent-exploratory thinking, in which managers try to generate several new solutions to a problem; and convergent-integrative thinking, in which managers select and elaborate one creative solution.

In this study, personality is examined as a predictor of managerial creative problem solving: On one hand, based on previous research on general divergent thinking (e.g. Ma, 2009), it is hypothesized that managerial divergent thinking is predicted by high openness to experience and low agreeableness. On the other hand, because efficient people management involves generating satisfying and trustful social interactions, it is hypothesized that convergent-integrative thinking ability is predicted by high agreeableness. In all, 137 adult participants completed two divergent-exploratory thinking managerial tasks and two convergent-integrative thinking managerial task and the Big Five Inventory (John and Srivastava, 1999).

As expected, divergent-exploratory thinking was predicted by openness to experience (r=0.21; p<0.05) and agreeableness (r=−0.22; p<0.05) and the convergent-integrative thinking part of managerial creative problem solving was predicted by agreeableness (r=0.28; p<0.001).

Contrary to most research on managerial creativity (e.g. Scratchley and Hakstian, 2001), the study focuses (and provides measure guidelines) on both divergent and convergent thinking dimensions of creative potential. This study replicates and extends previous results regarding the link between personality (especially agreeableness) and managerial creativity.